Transcript Effective Practices - Wisconsin Statewide Transition Initiative

Postsecondary Transition Plan
(PTP)
Effective Practices
Indicator 13 Compliance
1: Student Invite
2: Measurable Postsecondary Goals
3: Age-Appropriate Transition
Assessment
4: Transition Services
5: Coordination of Outside Agencies
6: Course of Study
7: Annual Goals
PTP Application
These web browsers will catch mispelled words
as you enter infomatio.
District Security Overview
District Security Administrator (DSA)
Superintendant
Director of IT
PTP Application Administrator
Director of Spec Ed
Spec Ed Secretary
District Users Roles
1. District User 2.Super User
3. Director/Designee
PTP District Roles
Director/Designee
Super User
District User
• has the ability to
enter student
data, lock
completed
records, unlock
completed
records, submit
records for DPI
review, transfer
student records
between
schools, match
WSNs to
students
• has the ability to
enter student
data, lock
completed
records, unlock
completed
records, submit
records for DPI
review
• has the ability to
enter student
data, lock
completed
records.
Indicator 13 Webpage
•http://dpi.wi.gov/sped/spp-transition
DPI’s Indicator 13 Webpage
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WAMS
Parent and Youth Resource
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What is the new PTP application?
How will this application be used during an
IEP meeting to create a transition plan?
Will the completed PTP look the same as the
prior transition services form?
How can you be an integral part of the
transition planning process?
Career Clusters/Pathways
Create a PTP
• Create initial student PTP record
•Transfer from another district
•Student over 14 is initially identified for
special education
Finish a PTP
• Complete draft records
•Complete any records that have not yet been
locked
Revise a PTP
•Review/Revise:
• Midyear with a meeting
• Midyear without a meeting
• Conduct annual IEP
Generates a copy of previously submitted PTP record
This option is only available to records that have been
locked and submitted to DPI.
Reports
•If you need to access a record after locked or
submitted
Feedback
•Provide DPI with specific details on any errors
or complications you experience.
Exit PTP application
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Complete prior to the IEP
Meeting
•Login and search for student
•Complete age appropriate transition
assessment
Invite student
Obtain written consent and invite outside
agency if appropriate
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Can’t find the student?
•1 : Widen your search criteria
•Then, contact your director/designee
st
Test District
Test District
Step and Question #’s
•Important to note that the PTP is an adaptive
application - as you answer questions it
adapts to how you answer – hence potentially
skipping steps/questions
Follow Along
•Go to http://dpi.wi.gov/sped/spp-transition.html
Step 4: Student Invite
Test District
Before the Meeting:
• Meet with the student to discuss preferences
and interests regarding life after high school.
• Includes age appropriate transition assessment
• Who does the student want involved in the
meeting (regular ed. teacher, classmate,
counselor, etc.)
• Use the Transition Action Guide (TAG)
IEP preparation tips for students
Example of A Student-Directed
Invitation
Please come to my IEP meeting and share your ideas.
Date: Wednesday, October 23rd
Time: 2:30 p.m.
Place: Meeting Room 4
Signed,
Your name
P.S. If you cannot attend this meeting, please let me know when
we can meet to talk about my IEP. Thank you.
From "A Student's Guide to the IEP" from NICHCY
A Reminder for Participants
Just to Remind You...
I'm looking forward to seeing you at my IEP
meeting.
Wednesday, October 23rd 2:30 p.m.
Meeting Room 4
Signed,
Your name
Date:
Dear (Student’s Name):
You are invited to attend a meeting to review and revise your individualized education program (IEP). Some of the activities of this
meeting will be to discuss; 1) your strengths, interests and preferences; 2) the courses, related strategies and transition services
that will help you to develop and achieve your goals for the future; and 3) the other agencies that may provide help to you both now
and in the future to live a successful adult life.
The meeting is scheduled for:
Date:
Time:
Location:
The following individuals will be attending the meeting:
_____ School psychologist
_____ Learning disabilities/teacher consultant
_____ School social worker
_____ Special education teacher
_____ General education teacher
_____ Related services provider
_____ Other school personnel: _________________________________________
_____ Representatives from the following outside agency or agencies:
_____________________________________________________________________
Your participation in this meeting is important. Please make arrangements to attend. If you have any questions or would like help
in preparing for this meeting, please contact me at (phone).
Sincerely,
(Name)
Other Invitation Ideas
Invitation emails
E-vites (Yahoo is one site that allows users to
develop electronic invitations with music)
Incorporate school logo or other graphics that
are personalized to the student.
Step 6: Obtaining Student Preferences
and Interests
Test District
Example of Preferences and
Interests Statement
David indicated that he enjoys working outside and using his
hands. He is good at planting his family garden and keeping up
with the yard work. David has a part time job with a local
landscaper during his summer vacations. David would like to
do on the job training after high school in the area of
landscaping.
Step 6: Question 9 Learn More
Step 7: Age-Appropriate Transition
Assessment
Test District
Example of Transition Assessment
Results Summary
On 8/31/2012, David completed the "Who am I?" Self-Determination
questionnaire. David indicated that he enjoys working outside and
using his hands. He is good at planting his family garden and keeping up
with the yard work. David has a part time job with a local landscaper
during his summer vacations. David would like to do on the job training
after high school in the area of landscaping.
When interviewed, David’s mother shared that he relies on his family to
complete tasks such as bathing, dressing, and making simple meals.
David is able to read simple sentences but struggles to comprehend
directions that involve more than two steps. David is able to read a
visual schedule and can follow visual cues when working outside. David
can complete simple math problems and understands how to measure
up three feet apart using a yardstick.
Step 7: Question 10 Learn More
WSTI Transition Assessment
Resource List
• A list of free and for-cost assessment tools
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for different areas of transition.
Some are web-based.
Assessments listed cover Vocational
Assessment, Vocational Exploration,
Multiple Intelligences and Learning Styles,
and Life Skills
NOT all-inclusive--just a sample of what's
available.
WI Transition Assessment Guide
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Compiled by WSTI and stakeholder groups including
DVR, DHS, other agencies, and special educators
Updated last year to improve usability by teachers
Columns in guide lead teachers to compiling a
comprehensive assessment
NSTTAC
Transition Assessment Toolkit
http://www.nsttac.org/content/age-appropriate-transitionassessment-toolkit
• Downloadable guide
• Includes examples of assessment for a
variety of areas
Includes data sheet and task analysis
examples
Includes timeline for transition assessment
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Assessment Resources
•Opening Doors to Employment
~ Take Stock in Your Skills (p. 15-21)
•Opening Doors to Self-Determination Skills
~ Knowing Yourself (p. 10-15)
~ Acting on Your Goals (p. 16-18)
~ My Personal Profile (p. 19-21)
• "Who Am I?" Self-Determination
Questionnaire
Step 8: Postsecondary Goal
Education/Training
Step 8: Question 11 Learn More
Tips to Remember---Effective
Practice
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The goals should guide the IEP team in
designing a relevant course of study, transition
services, annual goals, coordination with agencies,
etc.
•Discuss further with the student to address
postsecondary plans that may not seem "realistic."
Examples of Education/Training
Goals
—inimum Compliance:
M
After high school, Hector will attend a 4-year college or university
and earn an undergraduate degree.
Enter in the box below additional information, if any, the IEP Team may want to include,
—ector will enroll full time in the video game design and
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development program at UW Stout.
Minimum Compliance:
After high school, Alice will receive on-the-job training.
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Enter in the box below additional information, if any, the IEP Team may want to include,
—lice’s on-the-job training will include blowing up balloons at the
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Nelson Family Restaurant.
Step 9: Postsecondary Goal for
Employment
Test District
PTP: Career Clusters and Pathways
• Use this great document to discuss with students
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which Career Cluster and Pathway fits their future
goals.
https://www.wicareerpathways.org/
Career Clusters 101 Module
OSEP Letter
http://blogs.edweek.org/edweek/speced/SpitzerReznick%20%281%29.pdf
DPI Summary
http://sped.dpi.wi.gov/files/sped/pdf/tran-osep-spitzersummary.pdf
Why use WI Career Pathways?
https://www.wicareerpathways.org/
• Connect education and workforce/economic
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development
Transition from high school to adult life
High skill, high demand, and high wage careers
Emphasize further education
Implementation guide and programs of study
Career Prep Coordinators
Step 9: Question 12 Learn More
Examples of Employment Goals
• After completing or obtaining postsecondary education or
training, David will be employed in the field of Agriculture –
Plant Systems.
Enter in the box below additional information, if any, the IEP team may
want included
David is interested in selling fertilizer and seeds to farmers.
After completing or obtaining postsecondary education or
training, Ana will be employed in the field of Art - Painting.
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Enter in the box below additional information, if any, the IEP team may
want included
Ana will start her own small business to sell her paintings.
Examples of Postsecondary Measurable Goals Resource
Step 10: Postsecondary Goal
Independent Living
Test District
Step 10: Question 13 Learn More
Independent Living Goals
What are your strategies or
guidelines for determining if
an independent living goal
is needed?
Things to Think About
1. Are the student's goals for independent living the same as nondisabled peers?
2. Does the student require more intervention than a non-disabled
peer would to prepare for those independent living goals?
If yes, a measurable postsecondary goal is necessary, along with
transition services in this area.
If no, a measurable postsecondary goal for independent living is not
necessary.
It is the IEP team’s decision to include a measurable postsecondary
goal for independent living.
Step 11: Independent Living Goal
Test District
Examples of Independent Living
Goals
Compliance Example:
•After high school, Alice will live in a group home.
Effective Practice Example:
•After high school, Alice will live in a group home
where she will work on increasing her independence
preparing for work each day, meal preparation,
dressing and personal care skills.
Step 12: Annual Goal(s)
Test District
Step 12: Question 15 Learn More
Making the Link
• Measurable Postsecondary Goals
• Academic and functional skills
• Student’s current skill set
• Ongoing transition, academic, and behavioral
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assessments.
Develop annual goals
Relevant Annual Goal Examples
• Kate will complete her homework and in-class tasks 4 out of 5
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times with less than 2 adult prompts per task.
Adam will improve his time management skills as evidenced
by using his student planner to organize his assignments and
after school responsibilities with less than 2 adult prompts
per day.
Alice will improve her reading comprehension skills as
evidenced by reading instructional texts and following
directions with 90% accuracy.
NSTTAC Resources
http://www.nsttac.org/content/web-basedexamples-and-nonexamples-sppapr-indicator13-checklist-overview
Step 13: Transition Services
Test District
Step 13: Question 16 Learn More
Effective Practices in Determining
Transition Services
•Long range planning
•Transition Services Document
• Transition Planning Worksheet
•School Counselor
•WI Career Pathways "My Next Move" button
•Responsible Party
•Not Applicable
Example of Long Range Planning
Category
Transition
Service
School Year
Responsible
Acquisition of Daily
Living Skills
Demonstrate ability
to communicate
personal information
2012-2013
Student, Family,
School
Acquisition of Daily
Living Skills
Prepare and serve
foods which require
cooking
2013-2014
Student and Family
Acquisition of Daily
Living Skills
Contact a DHS case
manager to placed
on the residential
service waiting list
2014-2015
Student, Family, and
DHS
Acquisition of Daily
Living Skills
Manage daily time
schedule and
appointments
2015-2016
Student, Family,
School
Example of Long Range Planning
Category
Transition
Service
School Year
Responsible
Community
Experiences
Demonstrate ability
to safely cross
streets including
those with traffic
lights
2012-2013
Student, School,
and Family
Community
Experiences
Investigate
volunteer
experiences and
participate in one
2013-2014
Student and Family
Community
Experiences
Obtain a state ID
2014-2015
Student and Family
Community
Experiences
Identify activities of
choice to do with
family members or
friends
2015-2016
Student and Family
Examples of Long Range Planning
Category
Transition
Service
School Year
Responsible
Employment and
Supported
Employment
Practice explaining
disability and
needed
accommodations
2012-2013
Student, Family, and
School
Employment and
Supported
Employment
Identify work-related
strengths and skills
2013-2014
Student, School,
and Family
Employment and
Supported
Employment
Complete the online
application for DVR
and Complete a job
shadow experience
2014-2015
Student, School,
DVR
Employment and
Supported
Employment
Practice
interviewing skills
2015-2016
Student and School
Examples of Long Range Planning
Category
Transition
Service
School Year
Responsible
Instruction
Practice selfadvocacy skills in
the school setting
2012-2013
Student and School
Instruction
Demonstrate money
skills
2013-2014
Student and School
Instruction
Enroll in an
independent living
course
2014-2015
Student and School
Instruction
Enroll in a workbased experience
2015-2016
Student, Family,
School, and DVR
Examples of Long Range Planning
Category
Transition
Service
School Year
Responsible
Functional
Vocational
Evaluation
Complete nonverbal picture career
interest inventory
2012-2013
Student and School
Functional
Vocational
Evaluation
Team decided this
category was not
applicable for this
school year
2013-2014
NA
Functional
Vocational
Evaluation
Complete an
intensive, off-site
functional vocational
evaluation
2014-2015
Student, Family, and
DVR
Functional
Vocational
Evaluation
Produce observable
work samples
2015-2016
Student, School,
DVR
Examples of Long Range Planning
Category
Transition
Service
School Year
Responsible
Other Post School
Adult Living
Objectives
Learn about
expectations for
appropriate
behaviors in public
2012-2013
Student, Family, and
School
Other Post School
Adult Living
Objectives
Communicate
strengths, interests,
and preferences
2013-2014
Student, Family, and
School
Other Post School
Adult Living
Objectives
Open a bank
account and
manage finances
with supports
2014-2015
Student and Family
Other Post School
Adult Living
Objectives
Register for
selective service
and learn about
public service
obligations and
opportunities
2015-2016
Student, Family, and
School
Examples of Long Range Planning
Category
Transition
Service
School Year
Responsible
Related Services
Team decided this
category was not
applicable for this
school year
2012-2013
NA
Related Services
Apply for a mentor
through a local, nonprofit agency
2013-2014
Student and Family
Related Services
Identify and apply to
post school
providers of related
services and funding
services
2014-2015
Student, Family, and
School
Related Services
Team decided this
category was not
applicable for this
school year
2015-2016
NA
Step 14: Outside Agencies
Test District
Step 14: Question 17 Learn More
Step 16: Yes
Test District
Getting to Know Agencies
• Updated Transition Action Guide (TAG)
• Opening Doors to Adult Agencies
• Services search on WSTI website by county
(formerly transition resource directory)
Community Conversation
Entitlement vs Eligibility
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Effective Practice when
Involving Agencies
• Communicate early and often
• Learn about eligibility criteria for different
agencies
Remember to get CONSENT
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Step 17: Course of Study
Test District
Step 17: Question Learn More
Coursework Completion System
(CWCS)
• Subject areas and associated course offering lists
• School districts are required to use the CWCS to report data on all courses
completed by all students in grades K4-12 to DPI
• Courses and related codes were derived from the National Center for Education
Statistics
• The system is intended to assist schools with maintaining information about
students' coursework in a format that facilitates the exchange of student records
http://dpi.wi.gov/lbstat/cwcsapp.html
National Career and Technical Education
Program of Study Templates
Plans of Study Templates can be found in the following areas:
Agriculture, Food & Natural Resources
Architecture & Construction
Arts, Audio/Video Technology & Communications
Business, Management & Administration
Education & Training
Finance
Government & Public Administration
Health Science
Hospitality & Tourism
Human Services
Information Technology
Law, Public Safety, Corrections & Security
Manufacturing
Marketing
Science, Technology, Engineering & Mathematics
Transportation, Distribution & Logistics
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Effective Practices in developing
a Course of Study
•Multi-year planning
•Student transcripts
•Guidance Counselor
•Diploma vs Certificate of Completion
http://sped.dpi.wi.gov/sped_bul10-08
•Work study and/or independent living skills coursework
•Adapted courses
Example of Multi-Year Planning
Course Title
School Year
American Literature
2012-2013
Algebra 1
2012-2013
World History
2012-2013
Biology
2012-2013
Physical Education
2012-2013
Introduction to Art
2012-2013
US History
2013-2014
British Literature
2013-2014
Physical Science
2013-2014
Geometry
2013-2014
Personal Finance
2013-2014
Spanish 1
2013-2014
Example of Multi-Year Planning
Course Title
School Year
Speech
2014-2015
Life Skills Math
2014-2015
Botany
2014-2015
Social Skills and How to Transition to
Adulthood
2014-2015
Work Experience 1
2014-2015
US Government
2014-2015
Physical Education
2015-2016
Spanish 2
2015-2016
Intermediate Art - Pottery
2015-2016
Personal Health and Safety
2015-2016
Economics
2015-2016
Work Experience 2
2015-2016
Step 18: Transfer of Rights
Test District
Step 18: Question 21 Learn More
Step 18: Yes
Minimum Compliance:
"What You Should Know About Wisconsin Law“
Effective Practice:
David was given the booklet "What You Should Know About Wisconsin Law.”
A discussion about the rights provided to parents under IDEA explained that
these rights are now provided to him as the adult.
Resources for Transfer of Rights
• "What You Should Know About Wisconsin Law"
http://www.legalexplorer.com/resources/database/PubPDFs/
54-ONB18.pdf
All WI State Bar Association printed resources (including
guardianship)
http://www.legalexplorer.com/resources/booksearch.asp
Booklet from the Civil Rights Division of the Department of
Justice
www.justice.gov/crt/publications/division_booklet.pdf
Special Education Rights for Parents and Children
http://sped.dpi.wi.gov/sped_pcrights
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Step 19: Student Exit Year
Test District
Step 19: Question 22 Learn More
Step 19: Yes
Summary of Performance
• Effective Practice SoP form:
http://www.wsti.org/wstidata/resources/2012sop%
20final%20may%2010_1347297299.doc
Summary of Academic
Achievement
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Reading, writing, and math
Grade level or test score and description of skills
Summarize academic achievement in terms of
postsecondary goal
Statement of Impact that the disability has on
functioning in that academic area
Necessary accommodations and modifications
Summary of Functional
Performance
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General ability and problem-solving
Learning style
Communication
Social skills and behavior
Independent living
Self advocacy skills
Vocational transition
Attention and executive functioning
Follow identical process for providing information on these areas.
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Recommendations
Accommodations
Adaptive devices
Assistive services
Compensatory strategies
Support services
What accommodations, modifications, supports,
agency contacts, etc. are recommended for the
student at the postsecondary level?
Student Involvement
SUMMARY OF PERFORMANCE: STUDENT PERSPECTIVE
A. How does your disability affect your schoolwork and school activities (such as
grades, relationships, assignments, projects, communication, time on tests, mobility,
extra-curricular activities)?
B. In the past, what supports have been tried by teachers or by you to help you
succeed in school (aids, adaptive equipment, physical accommodations, other
services)?
C. What assistive technology do you use? How and when is it used?
D. Which of these accommodations, assistive technologies, and supports has worked
best for you? Why?
E. Which of these accommodations, assistive technologies, and supports have not
worked? Why not?
F. What are your strengths and needs as you leave high school and begin further
learning, working and living?
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Follow Through With Student
Provide a copy of the SOP and review
document with student for understanding
Release of information required if teacher
shares it on behalf of the student
Discuss how, when, and why the SoP should be
shared (disability disclosure)
Attach disability documentation
Discuss confidentiality in connection with
disclosure
Discuss district policy for retaining records
Questions?
Technical Assistance Contacts
WI Department of Public Instruction
Wendi Dawson
[email protected]
608-266-1146
Nancy Fuhrman
[email protected]
608-267-9243
Wisconsin Statewide Transition Initiative
Jen Bourget
[email protected]
262-787-9500 ext. 9613
CESA 1, 3, 4
Pam Jenson
[email protected]
608-921-1400
CESA 2
Wendi Dawson
[email protected]
608-266-1146
CESA 5
Dave Nass
[email protected]
920-855-2114 ext. 250
CESA 6, 7, 8
Jen Ledin
[email protected]
715-682-2363 ext. 149
CESA 9, 10, 11, 12